A student-centered teaching and learning process is essential in all facets of education. Student-centeredness and localization and integration of students' learning preferences are equally important in learners’ individual capacities to learn. In an educational learning recovery setting, these approaches are valuable to students' learning. These issues prompted the researchers to assess the effectiveness of student-centered, localized teaching and learning materials in enhancing learners’ academic performance, particularly in TLE subjects. The primary goal of this study is to determine the significance of innovative teaching and learning materials in enhancing TLE literacy at Tinurik National High School, Division of Tanauan City, Batangas Province.
The study was conducted using a mixed-methods research approach. The research tools used were a questionnaire for a survey and test results. Based on the results of the online survey and the test results of the students, the data was gathered. A Google Form was used to disseminate the online survey to the respondents who were learners. Tests were run both before and after the innovative teaching and learning materials were put into use. To gather sufficient data for the study's goals, the test and questionnaire were created. Through convenience sampling, 153 students total have been selected. To analyze the data, frequencies, percentages, weighted means, correlations, and T-tests were employed.
Table of Contents
I. CONTEXT AND RATIONALE
II. RESEARCH QUESTIONS
III. INNOVATION, INTERVENTION AND STRATEGY
IV. METHODOLOGY
A. Sampling
B. Data Collection
C. Plan for Data Analysis
D. Ethical Issues
V. RESULTS AND DISCUSSION
VI. CONCLUSIONS
VII. RECOMMENDATIONS
Study Objectives and Research Focus
This research evaluates the efficacy of implementing student-centered and localized learning materials to enhance academic performance and literacy within Technology and Livelihood Education (TLE) subjects, specifically during the learning recovery process for Grade 8 students at Tinurik National High School.
- Integration of localized and student-centered pedagogical strategies.
- Assessment of academic performance improvements via pre-tests and post-tests.
- Evaluation of diverse learning styles and their impact on literacy.
- Development of actionable strategies to support low-performing learners.
Excerpt from the Book
A.3. Academic Performance
Table 3 shows that most of the respondents got an 80-84 (35.9%) of grades after the utilization of student -centered localized teaching and learning materials. Learners who got 85-89 first quarter grade got 33.3% among respondents 10 out of 153 respondents got 75 -79 percentage of grade during first quarter.
The first step in educating students about their individual learning styles and the existence of other learning styles is recognizing the variations in how each student learns. When students are aware of their preferred learning methods, they may pick things up fast, which helps them thrive academically. They develop problem-solving abilities thanks to their understanding of learning methods. Student ownership of their learning increases as they become more adept at solving problems (Biggs, 2001)
The contextualization of the teaching is relevance. A method that can yield learning since it touches the thinking processes of the learners. It is because the context of their everyday lives is integrated into the topic being discussed and aligned with the given curriculum. It can be arduous on the part of the teacher because they should have done extra preparation for the lesson to be executed. Nevertheless, it can benefit on the part of the learners because the topics are being integrated into what they already know.
On the other hand, students can take an active role in their learning when instruction is student-centered. A student-centered classroom places the learner at the center of every activity. In other words, learners are urged to take part in a variety of activities, including as speaking, listening, writing, and teamwork with other students.
Summary of Chapters
I. CONTEXT AND RATIONALE: Discusses the educational challenges faced by Grade 8 learners at Tinurik National High School following the pandemic and the rationale for using hyflex learning.
II. RESEARCH QUESTIONS: Outlines the primary inquiries regarding respondent profiles, performance levels before and after interventions, and the relationship between teaching strategies and academic outcomes.
III. INNOVATION, INTERVENTION AND STRATEGY: Describes the design and pedagogical framework of the localized, student-centered learning materials used for Bread and Pastry Production.
IV. METHODOLOGY: Details the descriptive-survey research design, including sampling techniques, data collection instruments, and the analytical plan.
V. RESULTS AND DISCUSSION: Presents an analysis of respondent profiles, learning style preferences, and the comparative data from pre-tests and post-tests.
VI. CONCLUSIONS: Summarizes the key findings, confirming the positive relationship between student-centered materials and improved academic performance.
VII. RECOMMENDATIONS: Provides practical steps for teachers and school administrators to sustain and scale these instructional improvements.
Keywords
student centeredness, localization, multiple intelligences, learning preferences, academic performances, TLE, learning recovery, mixed-methods, pedagogy, contextualized learning, classroom discussion, performance assessment, Grade 8, curriculum adjustment
Frequently Asked Questions
What is the core purpose of this study?
The study aims to determine the effectiveness of utilizing localized and student-centered teaching materials to improve academic literacy and performance in TLE subjects at Tinurik National High School.
Which grade level and subjects are the focus of this research?
The focus is on Grade 8 learners and their performance in Technology and Livelihood Education (TLE), specifically in the area of Bread and Pastry Production.
What research methodology was employed?
The researchers utilized a mixed-methods, descriptive-survey approach involving pre-tests, post-tests, and questionnaires to gather and analyze quantitative data from 153 student respondents.
What are the primary teaching strategies analyzed?
The work examines the impact of student-centered learning, contextualization, localization, and the integration of multiple intelligences into classroom activities.
What does the main body of the work cover?
It covers the context of learning loss, the design of the pedagogical intervention, data analysis regarding learning preferences, and statistical evidence of improved student performance.
Which keywords best characterize this research?
Key terms include student centeredness, localization, multiple intelligences, learning preferences, and academic performance.
Did the study find that video lessons are always effective?
No, the study concluded that when YouTube video lessons are created for general distribution rather than specific, targeted learning needs, they do not result in effective learning outcomes.
How did class discussion impact the results?
Class discussion received the highest score in student preference, as it fosters active engagement, critical thinking, and social interaction among students.
What is the recommended action plan for teachers mentioned in the study?
Recommendations include creating a database of low-performing learners, training teachers in designing customized, student-centered tasks, and incorporating student-led discussions.
What significance did the study place on the 'localization' of materials?
Localization was found to be vital because it bridges the gap between the classroom environment and the students' everyday lives, making the curriculum more relevant and meaningful.
- Citar trabajo
- Lilibeth Lavin (Autor), 2022, Student-Centered Localized Teaching and Learning Materials. Enhances Learners' Academic Performance in the Learning Recovery Process, Múnich, GRIN Verlag, https://www.grin.com/document/1373013
